8.RL.2.B 8.RI.2.B

Mix and Match level 1: Literary Texts ________ Point of View________ Informational Texts ________ First Person ________ Second Person ________ Third Person Limited ________ Third Person Omniscient ________ Author's purpose ________

• Narrator uses “I”, “me”, and “my”

• Second Person

• Stories

• First Person

• Perspective from which a story is told

• Literary Texts

• Narrator uses "you" (rare in fiction)

• Point of View

• Non-fiction

• Informational Texts

Tags

CCSS.RI.11-12.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

CCSS.RI.9-10.5

What point of view is this written in?

"I ducked and tried to run for it, but the Soc caught my arm and twisted it behind my back, and shoved my face into the fountain."

• First person

• Second person

• Third person limited

• Third person omniscient

Tags

CCSS.RL.1.6

CCSS.RL.5.6

CCSS.RL.6.6

CCSS.RL.7.6

CCSS.RL.8.6

What is the significance of the terms 'greasers' and 'Socs' in the context of the story, and how do they reflect the author’s perspective on social class?

• They represent different social classes and highlight the author's view on class conflict.

• They are just nicknames for the main characters and have no deeper meaning.

• They signify the geographical locations where the characters live.

• They are used to describe the characters' fashion choices.

Tags

CCSS.RL.11-12.9

CCSS.RL.6.3

CCSS.RL.7.3

CCSS.RL.8.3

CCSS.RL.9-10.3

What is the author’s purpose for writing this?

"S.E. Hinton, the author of "The Outsiders," began writing the novel when she was just a teenager herself, inspired by her own experiences growing up in Tulsa, Oklahoma, during the 1960s. Hinton wanted to shed light on the struggles between social classes, particularly the rivalry between the Greasers and the Socs, which mirrored the conflicts she observed in her own life."

• Persuade

• Inform

• Entertain

• Explain

Tags

CCSS.RI.7.9

CCSS.RI.8.6

CCSS.RI.8.9

CCSS.RL.8.6

CCSS.RL.9-10.6

In what ways does Hinton aim to connect with young readers who may feel misunderstood or isolated? Identify specific elements in the narrative that demonstrate her intent.

• By using relatable characters and situations.

• By incorporating complex language and themes.

• By focusing on historical events.

• By emphasizing adult perspectives.

Tags

CCSS.RI.7.6

CCSS.RI.8.6

CCSS.RI.8.9

CCSS.RL.8.6

CCSS.RL.9-10.6

How does the author’s choice of examples in the passage strengthen their argument about the dangers of pollution?

"Pollution is one of the biggest threats facing our planet today, and it is damaging not only to the environment but also to our health. When factories and cars release harmful gasses into the air, we breathe in toxins that can lead to asthma and other respiratory illnesses. Plastic waste in our oceans harms marine animals, which often mistake it for food. Pollution does not just go away; it builds up and impacts our ecosystems and health over time. If we don't act now by reducing waste, cutting down on fossil fuels, and encouraging recycling, future generations will suffer even greater consequences. Protecting our planet isn’t just a responsibility—it’s a necessity for our survival."

• By providing statistical data that highlights the severity of pollution.

• By using anecdotes that evoke emotional responses from the reader.

• By citing historical events that demonstrate the long-term effects of pollution.

• By referencing scientific studies that validate the claims made in the passage.

Which approach might better impact readers’ understanding and motivation to act regarding the dangers of pollution?

"Pollution is one of the biggest threats facing our planet today, and it is damaging not only to the environment but also to our health. When factories and cars release harmful gasses into the air, we breathe in toxins that can lead to asthma and other respiratory illnesses. Plastic waste in our oceans harms marine animals, which often mistake it for food. Pollution does not just go away; it builds up and impacts our ecosystems and health over time. If we don't act now by reducing waste, cutting down on fossil fuels, and encouraging recycling, future generations will suffer even greater consequences. Protecting our planet isn’t just a responsibility—it’s a necessity for our survival."

• The original passage

• The alternative persuasive approach

• Both approaches equally

• Neither approach

Tags

CCSS.RI.7.5

CCSS.RI.7.8

CCSS.RI.8.5

CCSS.RI.8.8

CCSS.RI.9-10.5

The terms "greasers" and "Socs" represent the divide between social classes, with "greasers" being portrayed as lower class and "Socs" as privileged. This is evident when Bob refers to Johnny as "white trash with long hair," while the narrator counters by calling Socs "white trash with Mustangs and madras."

• True

• False

Tags

CCSS.RL.11-12.9

CCSS.RL.6.3

CCSS.RL.7.3

CCSS.RL.8.3

CCSS.RL.9-10.3

The author’s examples of pollution’s impact on health and marine life strengthen their argument by connecting pollution to issues the reader likely cares about.

• True

• False

An alternative approach the author could use to strengthen the message about pollution’s dangers would be to frame the issue around a personal narrative or story of someone affected by pollution.

• True

• False

Tags

CCSS.RI.7.6

CCSS.RI.7.9

CCSS.RI.8.6

CCSS.RI.8.9

CCSS.RL.8.6